SCOPE & SEQUENCE: EARLY CHILDHOOD THROUGH HIGH SCHOOL
This document is a guide specifying the range of topics that are taught in SPARK Physical Education and in what sequence. The topics are organized by the SHAPE America Standards 1 through 5 and are sequenced by grade level. Each individual SPARK program (EC, K-2, 3-6, MS, and HS) includes a recommended sequence for specific content to be taught. This is meant as a guide and can be adapted to and will vary according to such factors as facilities, teaching schedules, equipment, and weather.
I |
Designates the grade(s) when the content is first explored and/or introduced. The critical elements of a skill may be taught at this time. |
A |
Designates the grades when the content is applied in varying contexts. |
R |
Designates the grade(s) when the content is reinforced. At this time, students review proper form and strive to improve skills and knowledge. |
Walking |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
R |
Running |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
R |
Galloping |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
|
|
|
Side-Sliding |
I |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
Hopping |
I |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
Skipping |
I |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
Leaping |
I |
I, A |
I, A |
R |
R |
R |
R |
R |
R |
R |
R |
Chasing and Fleeing |
|
I |
I, A |
I, A |
A |
A |
R |
R |
R |
R |
R |
Balancing |
I, A |
I, A |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Jumping/Landing |
I, A |
I, A |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Weight Transfer |
I, A |
I, A |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Rolling |
I |
I, A |
I, A |
I, A |
A |
A |
A |
|
|
|
|
Bouncing |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Throwing |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Catching |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Kicking |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Hand Dribbling |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Foot Dribbling |
|
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Foot Passing |
|
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Trapping |
|
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Volleying |
|
I |
I |
I |
I, A |
I, A |
I, A |
R |
R |
R |
R |
Striking with Short-Handled Implements |
|
I |
I |
I |
I, A |
I, A |
I, A |
R |
R |
R |
R |
Striking with Long-Handled Implements |
|
|
|
I |
I |
I, A |
I, A |
R |
R |
R |
R |
Sports/Activities |
Water Safety |
|
|
|
|
|
|
|
|
|
|
I, A |
Stroke Technique |
|
|
|
|
|
|
|
|
|
|
I, A |
Flip Turns |
|
|
|
|
|
|
|
|
|
|
I |
Snorkeling |
|
|
|
|
|
|
|
|
|
|
I |
Synchronized Swimming |
|
|
|
|
|
|
|
|
|
|
I |
Diving |
|
|
|
|
|
|
|
|
|
|
I |
Water Polo |
|
|
|
|
|
|
|
|
|
|
I |
Jumping Rope (Long) |
|
I |
I, A |
I, A |
|
|
|
R |
R |
R |
|
Jumping Rope (Individual) |
|
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Jumping Rope (Double Dutch) |
|
|
|
|
|
|
|
I |
I, A |
I, A |
R |
Ribbons/Streamers |
I |
I, A |
A |
R |
|
|
|
|
|
|
|
Jump Bands |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Line Dancing |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Square Dancing |
|
|
|
|
I, A |
A |
A |
R |
R |
R |
R |
Folk Dancing |
|
I |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Social Dancing |
|
|
|
|
|
|
|
I, A |
I, A |
I, A |
R |
Choreographing |
|
I |
I |
I |
I, A |
I, A |
A |
R |
R |
R |
R |
Cycling |
|
|
|
|
|
|
|
|
|
|
I, A |
Golfing |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Badminton |
|
|
|
|
I |
I |
I |
I, A |
A |
A |
R |
Handball |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Racquetball |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Tennis |
|
|
|
|
|
|
|
|
|
|
|
Table Tennis |
|
|
|
|
|
|
|
|
|
|
|
Pickleball |
|
|
|
|
I |
I |
I |
A |
A |
A |
R |
Self-Defense |
|
|
|
|
|
|
|
|
|
|
I, A |
Kick-Boxing |
|
|
|
|
|
|
|
I |
I |
I |
A |
Cycling |
|
|
|
|
|
|
|
|
|
|
I, A |
Stunts |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Balance |
I |
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
|
Tumbling |
|
I |
I, A |
I, A |
I, A |
A |
A |
R |
R |
R |
|
Rhythmic Gymnastics |
|
|
|
|
|
|
|
|
|
|
I |
Pairs |
|
|
I |
I |
A |
A |
A |
R |
R |
R |
R |
Small Groups |
|
|
I |
I |
A |
A |
A |
R |
R |
R |
R |
Large Groups |
|
|
|
|
I, A |
A |
A |
R |
R |
R |
R |
Basketball |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Cultural Games (e.g. Tawkraw) |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Hockey |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Football |
|
|
|
|
I |
I, A |
A |
R |
R |
R |
R |
Ultimate Frisbee |
|
|
|
|
I |
I, A |
A |
R |
R |
R |
R |
Volleyball |
|
|
|
|
I |
I, A |
A |
R |
R |
R |
R |
Softball |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Soccer |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Outdoor Activities |
|
|
|
|
|
|
|
|
|
|
I, A |
Orienteering |
|
|
|
|
|
|
|
|
|
|
I, A |
Geo-Caching |
|
|
|
|
|
|
|
|
|
|
I |
Rock Climbing |
|
|
|
|
|
|
|
|
|
|
I |
Disc Golf |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Lacrosse |
|
|
|
|
|
|
|
|
|
|
I, A |
Resistance Training |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Plyometrics |
|
|
|
|
I |
I, A |
I, A |
A |
A |
A |
R |
Pilates |
|
|
|
|
|
|
|
I, A |
I, A |
A |
R |
Circuits |
|
I |
I, A |
I, A |
A |
A |
A |
R |
R |
R |
R |
Walking/Jogging/Running |
|
I |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Group Fitness/Aerobic Dance |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Triathlon |
|
|
|
|
|
|
|
|
|
|
I |
Yoga/Power Stretching |
|
|
|
|
|
|
|
I |
A |
A |
R |
Cross-Training |
|
|
|
|
|
|
|
|
|
|
I, A |
Personal Space |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
R |
General Space |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Boundaries |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Levels of Movement |
I |
I |
I |
A |
R |
R |
|
|
|
|
|
Pathways |
I |
I |
I |
A |
A |
R |
R |
R |
R |
R |
|
Directions |
I |
I |
I |
A |
R |
R |
|
|
|
|
|
Effort/Speed/Tempo |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Force |
I |
I |
I |
A |
A |
A |
A |
R |
R |
R |
R |
Relationships |
|
|
|
|
|
|
|
|
|
|
|
Body Parts |
I |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
With Objects |
I |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
With People |
I |
I |
A |
A |
A |
R |
R |
R |
R |
R |
R |
Identifies elements of correct form for motor skills |
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
R |
Uses feedback to improve performance |
|
I |
I |
A |
A |
R |
R |
R |
R |
R |
R |
Uses knowledge of critical elements to give feedback to others |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Describes the FITT Principle and how it relates to fitness |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Describes and demonstrates how skills learned in one physical activity can be transferred to another |
|
|
|
|
|
I |
A |
A |
A |
A |
R |
Describes basic principles of training and how they improve fitness |
|
|
|
|
I |
I |
I |
A |
A |
A |
R |
Describes and applies strategies and tactics for mini-games |
|
|
|
|
I |
I |
I |
A |
A |
A |
R |
Uses information from a variety of sources to guide and improve performance |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Demonstrates knowledge to develop an activity plan |
|
|
|
|
|
|
|
I, A |
A |
A |
R |
Reaction Time |
|
I |
I, A |
I, A |
A |
A |
A |
A |
A |
A |
R |
Agility |
|
|
|
I |
A |
A |
A |
A |
A |
A |
R |
Coordination |
|
|
I |
A |
A |
A |
A |
A |
A |
A |
R |
Explosive Power |
|
|
|
|
I |
I |
I, A |
A |
A |
A |
R |
Speed |
|
|
|
I |
A |
A |
A |
A |
A |
A |
R |
Offense |
|
|
|
I |
I, A |
A |
A |
A |
A |
A |
R |
Defense |
|
|
|
I |
I, A |
A |
A |
A |
A |
A |
R |
Transition (from O to D and D to O) |
|
|
|
|
|
|
I |
I, A |
A |
A |
R |
Leverage |
|
|
|
|
I |
A |
A |
I, A |
A |
A |
R |
Force |
|
I |
A |
A |
A |
A |
A |
A |
A |
A |
R |
Inertia |
|
|
|
|
|
|
|
I |
A |
A |
R |
Rotary Motion |
|
|
|
|
|
|
|
|
|
|
I |
Opposition |
|
I |
A |
A |
A |
A |
A |
A |
A |
A |
R |
Buoyancy |
|
|
|
|
I |
I, A |
A |
A |
A |
A |
R |
Aerobic and Anaerobic |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Analyzes consumer products/programs |
|
|
|
|
|
|
|
I |
I |
A |
R |
Exercise Safety |
|
|
|
|
I, A |
A |
A |
A |
A |
A |
R |
Uses complex movement concepts to refine skills and apply to the learning of new skills |
|
|
|
|
|
|
|
I |
A |
A |
R |
Participates in a variety of activities outside of PE, during school hours |
I |
A |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Participates in a variety of activities outside of school |
I |
A |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Participates in organized physical activity outside of PE class |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Monitors physical activity using a pedometer |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Sets realistic PA goals and strives to attain them |
|
|
|
|
I |
I |
A |
A |
A |
A |
R |
Accumulates a specified number of steps during the day |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Determines the intensity of a physical activity using perceived exertion |
|
|
|
|
|
I |
I, A |
A |
A |
A |
R |
Participates in a variety of activities that increase breathing and heart rate |
|
I |
I, A |
A |
A |
A |
R |
R |
R |
R |
R |
Sustains activity for increasingly longer periods of time throughout the year |
|
I |
I, A |
A |
A |
A |
A |
R |
R |
R |
R |
Recognizes that health-related physical fitness consists of 5 different components |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Explains the benefits of regular PA |
|
|
|
I |
A |
A |
A |
A |
A |
A |
R |
Participates in selected activities that develop and maintain each component of fitness |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Identifies strengths and weaknesses based on fitness assessment |
|
|
|
|
I |
I |
A |
A |
A |
A |
R |
Demonstrates appropriate training principles when engaged in activity to improve fitness |
|
|
|
|
I |
I |
I |
A |
A |
A |
R |
Formulates meaningful personal fitness goals based on fitness assessment |
|
|
|
|
I |
I |
A |
A |
A |
A |
R |
Demonstrates ability to monitor personal fitness program to meet own needs and goals |
|
|
|
|
|
|
I |
A |
A |
A |
R |
Demonstrates responsible personal/social behavior during PE |
I |
I |
I |
A |
A |
A |
A |
A |
A |
A |
R |
Uses equipment safely |
I |
I |
I |
A |
A |
A |
A |
R |
R |
R |
R |
Demonstrates elements of appropriate conflict resolution during PE |
|
I |
I, A |
A |
A |
A |
A |
R |
R |
R |
R |
Demonstrates ability to teach an activity or skill to others |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Regularly encourages others and refrains from put-downs |
|
|
|
I |
A |
A |
R |
R |
R |
R |
R |
Demonstrates cooperation skills |
|
|
|
I |
I, A |
I, A |
A |
R |
R |
R |
R |
Able to accomplish group goals in both cooperative and competitive activities |
|
|
|
|
I |
A |
A |
R |
R |
R |
R |
Demonstrates self-direction, responsible behavior, and communication skills in PE |
|
|
|
I |
I, A |
A |
A |
R |
R |
R |
R |
Participates in activity for personal enjoyment |
I |
A |
A |
A |
A |
A |
A |
A |
A |
A |
R |
Tries new movements and skills |
I |
A |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Persists if not successful on first try |
|
I |
I, A |
A |
A |
A |
A |
R |
R |
R |
R |
Chooses to practice skills needing improvement |
|
|
|
|
I |
I, A |
A |
A |
A |
A |
R |
Exhibits ways to use the body and movement to express self |
I |
I, A |
A |
A |
A |
A |
A |
R |
R |
R |
R |
Seeks personally challenging experiences in PA opportunities |
|
|
|
|
I |
A |
A |
A |
A |
A |
R |
Works with others to achieve a common goal |
|
|
|
I |
I |
A |
A |
R |
R |
R |
R |
Creates and performs a small group dance routine |
|
|
|
|
I |
I, A |
A |
R |
R |
R |
R |